Chapter 1

PHILOSOPHY AND EDUCATION

Philosophy
 From Greek words, ‘Philos’ means love and ‘Sophia’ means wisdom
 Is the study of general and fundamental questions about existence, knowledge, values,
reason, mind and language.
 Philosophy is a critical method of approaching experience.
 Philosophy is comprehensive synthetic science.

 Philosophy is an attempt at universal explanation of nature things, it looks into the

explanation of nature and still deeper till it reaches compression and meaningfulness.
- Weber
 Philosophy is the Science of knowledge.
- Fichte
 Philosophy is logical analysis of the nature of reality.
- DR.S. Radhadkrishnan
 Philosophy aims at knowledge of eternal nature of things.
- Plato
 Philosophy is the mother of all arts and the true medicine of mind.
- Cisero
 Philosophy is the science which investigates the actual nature of supreme element.

BRANCHES OF PHILOSOPHY

1. Epistemology
 Philosophy is the search of knowledge.
2. Metaphysics
 This is the study of existence, reality or essence.
 Its main branches are as follows:
o Cosmogony
 This is the study of creation
 Is the world created, or is it eternal? How was world created? Why was it created? Who
created the world? What is the purpose in creation? All these are the problems of
cosmogony.
o Cosmology
 The main problems of cosmology are: Is the world one or it many, or is it both one
and many?
o Ontology
 Is the study of ultimate reality
 Is the reality one—or is it many or is it both one and many? If reality is many,
what is the relation between these many elements? All these are ontological
questions.
o Philosophy of Self
 This is mainly concerned with the philosophical analysis of self.
 What is self? What is its relation with the body? Is it free of does it depend on
the body? Is it one or many? All these are problems of philosophy of self.
o Eschatology
 The discussion of the condition of soul after death, the nature of the other world, etc.,
form the subject matter of this branch of philosophy.
 3. Axiology
 This branch of philosophy philosophically studies value.
 It has been divided into the following three branches:
o Ethics
 Discusses the criteria of right and good.
o Aesthetics
 Discusses the nature and criteria of beauty.
o Logic
 Studies truth
 It includes the methods of judgement, types of proposition, hypothesis, definition,
comparison, division, classification and fundamental laws of thoughts.
4. Philosophy of Sciences
 This branch of philosophy is concerned with the philosophical examination of the postulates and
conclusions of different sciences.
5. Philosophies of Social Science
 The philosophical problems in different social sciences
 give birth to different branches of philosophy of which the main are as:
o Philosophies of education
 This is concerned with the aim of education and the basic philosophical problems
arising in the field of education.
o Social Philosophy
 This branch of philosophy discusses the philosophical basis of social processes and
social institutions.
o Political Philosophy
 This branch of philosophy is concerned with the forms of government, forms of state
and other basic problems arising in the political field.
o Philosophy of history
 The subject matter of this branch of philosophy is the nature of historical process, its
purpose and its relations with the cosmic process.
o Philosophy of economics
 This branch of philosophy studies the aim of man's economic activities and the
fundamental problems arising in the economic field.
6. Semantics
 The most important branch of philosophy, according to the contemporary school of Logical
Positivism, is semantics which is concerned with the determination of the meanings of different
words used in different languages.

FUNCTIONS PF PHILOSOPHY

1. Analytical Function
 This has to do with the analysis and clarification of ideas, issues, and statements to enable us
understand the subject matters of other disciplines. This analytical function is considered to be
the primary function of philosophy.
2. Speculative and Normative Function
 The mind is a very essential instrument for doing philosophy. The mind is one gift to man which
enables him to think about himself, the people around him and the world in general. With it he
can speculate about things he is not sure of; he can imagine things that are possible and even
those that are not possible. It is to be noted however, that, when we think about things or
speculate on issues it is done within the context of our social and cultural environment.
3. Inspirational Function
 The educational process is constantly inspired by philosophers. It is therefore, believed that,
people should be educated in order to enable them achieve self-fulfillment.
4. Perspective Function
 Every nation has its problems which call for solution. It is expected that everyone would
contribute to the best of his ability.
 5. Co-ordinating Function
 Since it is well known that all other disciplines are generated from philosophy, philosophy
cannot be seen as competing with its offspring.

EDUCATION

Etymological meaning of Education

 From Latin word ‘Educatum’ means to train. ‘E’ means from inside and ‘Duco’ means to draw
out, to lead out or to bring up.
 Education is a process which draw from within.
 Each child is born with some innate tendencies, capacities and inherent power, thus education
draws these powers out and develop them to the full.
 In this very way, education means to develop the inborn capacities of a child to the fullest.
hence, education is a process of development.

Narrower meaning of Education

 In its narrow sense school instruction is called education.
 In the process, the teacher is the most important factor and the child is assigned a subsidiary role.
 Teacher is expected to instill ready made dozes of knowledge in the child’s mind. By this, the child
cannot attain the wholesome development of his personality.

Wider meaning of Education

 In its wider sense, education is not the communication of information by the teacher or the
acquisition of knowledge by the child but the total development of the personality.
 Education consists of all those experiences which affect the individual from birth till death.
 Education is a life-long process of growth and development. It is not confined to the limits of time,
place and individual. any person who gives the child a new experience is a teacher and any place
where this giving and receiving takes place may be termed as a school. Thus, education is essentially
a process of growth and development which goes on throughout the whole life.

Analytical meaning of Education

o Education cannot be confined to the processes of giving knowledge to children in schools.
 Education is not limited to knowledge imparted in schools. Its programmed goes on from
birth till death.
 Everyone learns something or the other throughout life by various experiences and activities.

o Education as the Development of Child's innate Power

 Education is developing the native endowment of a child rather than something forced into
the mind from outside.
 Education is developing the native gifts/ talent of a child rather than something force into the
mind from outside.

o Education as a Dynamic Process

 Education is not a static but a dynamic process which develops the child according to
changing situation and times.
 Educator develops child according to the changing situation and times. as societies progress
and evolve, education must evolve alongside them to prepare individuals to thrive in an over-
changing world. Additionally, individual’s needs interests and learning styles vary, future
emphasizing the need for flexibility and adaptability in the educational process.
o Education as a Bipolar Process (Adams, “Evolution of Educational Theory”)
 Education is a bipolar process in which one personality acts upon another in order to modify
the development of the other.
  Education as a bipolar process refers to the dualistic nature of the educational journey, which
involves both the transmission of knowledge from educators and learners and active
participation of learners in acquiring and processing that knowledge.
 This process involves a reciprocal relationship between teachers and students where
information is shared, exchange and constructed collaboratively.
 The term “bipolar” underscores the an interactive and interdependent roles of both educators
and learners in educational process.
 Bipolar has two poles, at one end is the teacher and at the other is the child. Both are equally
important in education. If the teacher instructs, the child follows. If the teacher gives, the
child receives. Thus, in the process of education there is interaction between the teacher and
the child. Teacher tries to mold and modify the behavior of the child so that the child
develops hos personality to the full, with the active cooperation of the teacher and the child,
the process of education goes on smoothly and efficiently.

o Education as a Tripolar Process (John Dewey)

 According to John Dewey education has two aspects— (1) Psychological, and (2)
Sociological.
 Psychological- Dewey highlighted the importance of understanding how individuals
learn and develop cognitively, emotionally and behaviorally. he believed that
education should be tailored to meet the needs and interest of individual learners
taking into account their unique psychological characteristics, learning styles and
development stages.
 Sociological- Dewey emphasizes the social dimension of education, he argued that
education should prepare students to be active and responsible members of society,
capable of contributing positively to the common good.
 In this way, the process of education contains three poles, namely:
 (1) The teacher
-facilitate the learning process by providing guidance, instruction and
supports to students.
-create learning environment that foster critical thinking, creativity and
engagement
 (2) The child
-active participants in the learning process who engage with the material,
interact with their peers and construct their understanding to of the context.
 (3) The society
provides opportunities for students to apply their learning in real-world
contexts, fosters connections between classroom learning and everyday life
and enriches the educational experience through diverse perspectives and
experiences-
 These three factors actively co-operate in the efficient and successful working of the
educational process.

SYNTHETIC DEFINITION

1. Life-long Process
 Education according to most of the philosophers continues from birth to death.
 Education is a continuous process from birth to death. it refers to the idea that learning extends
beyond formal schooling and continues throughout one’s life it emphasizes the importance of
ongoing personal and professional development, growth and learning experiences at every stage
of life. lifelong learning encompasses both formal education, such as attending school or
university and informal learning gained through experiences, interactions and self-directed
study.

2. Unfolding
 Education is gradual unfolding
  According to Plato, education is an unfolding process of drawing out knowledge that already
exists within individuals. he believed that every individual possesses innate knowledge, and the
role of education is to guide individuals in uncovering and realizing this knowledge. it also
suggests that learning is a process of recollection, where individual rediscover truths they
already know but have forgotten.
3. Based of Child Psychology
 True education should be based on child psychology because it enhances the quality of teaching
and learning by tailoring educational practices to the unique characteristics and needs of
children. by considering, children’s cognitive, emotional and social development, educators can
create supportive learning environments where all students can reach their full potential.

4. Individual as well as Social

 True education is individual as well as social.
 Education is an individual and social process recognizes the dual role of education in supporting
the development of individuals while also contributing to the collective well-being and progress
of society as a whole. it emphasizes the importance of balancing the needs and aspirations of
individual learners with the broader societal goals and values the education serves.

5. Total Development
 Education by general agreement is a total development, physical, mental and spiritual, individual
as well as social. This total development is the meaning of self-realization.
 Indeed, education is often perceived as means or total development encompassing various
dimensions of an individual’s growth and well-being. the holistic approach of education
acknowledges that development extends beyond academic learning to include physical,
cognitive, emotional and social and moral aspects. by addressing various dimensions of
development, education contributes to the holistic growth and well-being of individuals,
preparing them to lead fulfilling lives, contribute meaningfully to society and navigate the
complexities of the modern world.

Primary Goal of Education

The main purpose of education is to provide the opportunity for acquiring knowledge and
skills that will enable people to develop their full potential, and become successful members of
society. School does not just involve letters and numbers, but also teachers and the entire
education system where students are taught critical thinking, honesty, and humanitarianism.
These are invaluable lessons that stay with a person throughout their life.
Moreover, the role of education includes preparing students for the challenges of the 21st
century, learning strategies and techniques, and adequate preparation for the jobs of the future.
Thanks to good education, students will be prepared for all the challenges that await in their
professional and private life.

Relationship Between Education and Philosophy

1. Philosophy and Education are Interrelated

 Philosophy is theory and education is practice.
 Theory leads to practice and practice leads to theory.
 Philosophy contemplates and education applies.
 Philosophy is bound to have an educative effort and educative effort is bound to be
rooted in philosophy.
2. Philosophy is dependent on Education
 Philosophy follows education. almost all philosophers propagated their philosophies
through education.
 Education as a base. Education provides a base for creating of Philosophy. An
educated person can think systematically, methodically and rationally.
 Education as transmitter and propagator. Education transmits philosophy from one
generation to another. it keeps philosophy alive. It propagates philosophy otherwise
it’ll be lost.
 Education is a form giver. Education provides concrete form to philosophy by
translating it into action.
 Education as an acquaintance. Education acquaints with new set of problems.
 Education as tester. Education tests philosophy in actual working conditions.
 Education as producer. Education gives birth to new philosophies.
 Education as the dynamic side. Philosophy is the thought or the plan side and
education is the practical side or the application. Philosophy determines the aim of life
and by analysis, lays down some principles to be followed in order to achieve those
aims. Education translates these principles into practice.
 Education as the means to achieve the goal. Philosophy deals with the aim and
principles to achieve those aims whereas education deals with means to achieve those
aims.

3. Education depends on Philosophy

 Education is unthinkable without philosophy. Philosophy is theory and education is
practice. Theory (Philosophy) can exist in itself but practice (Education) without
philosophy is unthinkable. Philosophy is independent but education is subordinated
to philosophy, therefore, philosophy becomes a condition for education.
 Philosophy determines the real destination towards which education has to go.
Philosophy has always inspired educational theory and practice. Philosophy is
wisdom, education transmits that wisdom from one generation to the other.
Philosophy represents a system of thought, education embraces that thought in the
content of instruction. Philosophy embodies a way of life; education is preparation of
life.
 Three main branches of philosophy determine three important aspects of education
1. Metaphysics and Aims of Education
Aims of education are determined by metaphysical belief i.e. what view is
taken about the ultimate reality, the world, the soul, the body. If ultimate
reality is believed to be spiritual, then the aim of education would be spiritual
development. Is the ultimate reality is subject to change, then aims will be
flexible.
2. Epistemology and Method
Epistemology determines the methods of teaching. Method of teaching
depend on epistemological belief. Epistemology tells us whether sense organs or
mind is the source of knowledge.
3. Axiology and Curriculum
Curriculum is determined by axiology. What is good and valuable is to be
included in the curriculum. What is truth, goodness and beauty is decided by
axiology and contents are dependent on this. Thus, curriculum depends on
axiology.
Educational Philosophy
o A set of values and beliefs about education that guide the professional behavior of educator.
o It asks- What is the purpose of education?
 o It may be defined as the application of the fundamental principles of a philosophy of life to
the work of education.
o It offers a definite of aims and definite set of objectives.

“Education without philosophy is blind and philosophy without education is invalid

- Unknown

Functions of Educational Philosophy

A. Determining the aspects of education
1. Aims of Education
o It guides the process of education by suggesting the suitable aims from the
diversities of life and selecting the means accordingly
2. Curriculum
o It helps curriculum designer to construct curriculum according to the need,
ability and interest of the learner
3. Methods of teaching
o It helps us to choose the suitable methods of teaching according to the
nature of the subject and school environment
4. Discipline
o Discipline reflects the philosophy of life. The knowledge of educational
philosophy is essential to follow a desirable discipline.
5. Teacher and Student
o Educational philosophy determines the role and quality of teacher as well as
the student in diversified society.
6. Administration
o The knowledge of what kind of administration we should adopt for an
educational institute is determined by educational philosophy.

B. Harmonizing old and new traditions in the field of education

– it must be kept in mind that every ‘old’ is not outdated and every ‘new’ is not perfect.
Therefore, there is a need of co-coordinating the two in order to maintain the harmony
between both.

C. Providing the educational planners, administrators and educators with the progressive
vision to achieve educational development
- Educational philosophy helps teacher, administrator or students to interpret his
professional experiences with that of acquired theoretical knowledge and vice
versa.

D. Preparing the young generation to face the challenges of the modern time
- Philosophy is a guiding, steering and liberating force that helps young people to
and society al large to face the challenges of the modern time.